Access to Print in Low‐Income and Middle‐Income Communities: An Ecological Study of Four Neighborhoods
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A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
No Canadian affiliation. An affiliation-only frame — the usual design — would never have seen this work. It is one of the works that make the case for inverting the frame.
Machine scores (provisional)
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
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- Teacher spread
- 0.258 · how far apart the two teachers sit on this one work
- Validation status
score_only:v0-immature-baseline· verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it
Abstract
ABSTRACTS Building on a growing body of ecological research, this study examines access to print in two low‐income and two middle‐income neighborhood communities in a large industrial city. It documents the availability of print in these communities, focusing on resources considered to be influential in a child's beginning development as a writer and reader. It describes the likelihood that children will find books and other resources, see signs, labels, and logos, public places (spaces) conducive to reading, books in local preschools, school libraries, and public library branches. Results of the year‐long analysis indicated striking differences between neighborhoods of differing income in access to print at all levels of analyses, with middle‐income children having a large variety of resources to choose from, while low‐income children having to rely on public institutions which provide unequal resources across communities. Such differences in access to print resources may have important implications for children's early literacy development.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
The record
- Venue
- Reading Research Quarterly
- Topic
- Child Development and Digital Technology
- Field
- Social Sciences
- Canadian institutions
- —
- Funders
- University of OxfordUniversity of CambridgeMcGill UniversityHarvard UniversityAmerican Educational Research Association
- Keywords
- LiteracyReading (process)Low incomeVariety (cybernetics)Early literacySociologyGeographyEconomic growthSocioeconomicsPolitical scienceEconomics
- Has abstract in OpenAlex
- yes